An Exploration of the Relationship between Reading Habits and Reading Achievement in Elementary Schools

Fuente: ERIC Institute of Education Sciences

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Bibliographic Details
Main Author:	Donna M. Deodato
Format:	Recurso educativo Open Access
Language:	en
Published:	2024
Subjects:	Correlation Reading Habits Reading Achievement High Achievement Elementary School Students Exit Examinations School Libraries Sex Age Literary Genres Language of Instruction Environmental Influences Student Needs Reading Ability Role of Education Access to Education
Online Access:	Acceder al recurso
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author	Donna M. Deodato
author_facet	Donna M. Deodato Donna M. Deodato
collection	Education Resources Information Center
contents	An Exploration of the Relationship between Reading Habits and Reading Achievement in Elementary Schools Donna M. Deodato Correlation Reading Habits Reading Achievement High Achievement Elementary School Students Exit Examinations School Libraries Sex Age Literary Genres Language of Instruction Environmental Influences Student Needs Reading Ability Role of Education Access to Education This study explored the multifaceted dynamics affecting the academic performance of high-achieving elementary students on end-of-year reading exams. It examines the influences of gender, age, genre preferences, the frequency of book borrowing, and language modality of instruction, all within the context of the elementary school library. Methodologically, the study employs a quantitative correlational approach. The data source comprises students' demographics, class assignments, end-of-year reading scores, and library patron records. Through the lens of Bronfenbrenner's Ecological Systems Theory, this research aimed to enrich our understanding of various interconnected systems in students' environments, such as family, school, and community, with each level impacting the individual differently. Additionally, drawing on Jeanne Chall's influential framework of Stages of Reading Development, the study investigates how libraries can effectively address readers' diverse needs and abilities at a specific stage of reading development, promoting a culture of literacy and continuous learning. These findings emphasize the influence of societal expectations and the pivotal role of elementary school libraries in providing access to a wide range of reading materials and resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
format	Recurso educativo Open Access
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spellingShingle	An Exploration of the Relationship between Reading Habits and Reading Achievement in Elementary Schools Donna M. Deodato Correlation Reading Habits Reading Achievement High Achievement Elementary School Students Exit Examinations School Libraries Sex Age Literary Genres Language of Instruction Environmental Influences Student Needs Reading Ability Role of Education Access to Education An Exploration of the Relationship between Reading Habits and Reading Achievement in Elementary Schools Donna M. Deodato Correlation Reading Habits Reading Achievement High Achievement Elementary School Students Exit Examinations School Libraries Sex Age Literary Genres Language of Instruction Environmental Influences Student Needs Reading Ability Role of Education Access to Education This study explored the multifaceted dynamics affecting the academic performance of high-achieving elementary students on end-of-year reading exams. It examines the influences of gender, age, genre preferences, the frequency of book borrowing, and language modality of instruction, all within the context of the elementary school library. Methodologically, the study employs a quantitative correlational approach. The data source comprises students' demographics, class assignments, end-of-year reading scores, and library patron records. Through the lens of Bronfenbrenner's Ecological Systems Theory, this research aimed to enrich our understanding of various interconnected systems in students' environments, such as family, school, and community, with each level impacting the individual differently. Additionally, drawing on Jeanne Chall's influential framework of Stages of Reading Development, the study investigates how libraries can effectively address readers' diverse needs and abilities at a specific stage of reading development, promoting a culture of literacy and continuous learning. These findings emphasize the influence of societal expectations and the pivotal role of elementary school libraries in providing access to a wide range of reading materials and resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
title	An Exploration of the Relationship between Reading Habits and Reading Achievement in Elementary Schools
topic	Correlation Reading Habits Reading Achievement High Achievement Elementary School Students Exit Examinations School Libraries Sex Age Literary Genres Language of Instruction Environmental Influences Student Needs Reading Ability Role of Education Access to Education
url	https://eric.ed.gov/?id=ED657032

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